These models have been created in web accessible (usable by people with disabilities) Microsoft Word styles so that you may save them, rename them, enter your own content in place over the headings and text therein, and remove unneeded sections. Please follow the Style Names Used in Syllabus file (PDF) to guide your use of the style names in the model syllabus.
Model Syllabus for Classroom Courses (Word). CELT's Peer Review Committee also provides you with this Syllabus Example (Word) showing how one faculty member has customized the model in developing a syllabus for her classroom course (Word).
If you want to develop a syllabus for a hybrid course, with part classroom and part online learning, you may want to use elements of both models.
"The Purposes of a Syllabus" by Jay Parkes and Mary Harris explores the syllabus as contract, as learning tool and documentation. This 2002 article was published in College Teaching and may be downloaded from Jstor.
Cheryl Albers, an early Scholarship of Teaching and Learning (SoTL) practitioner at Buffalo State University, provides another perspective on uses of the syllabus in "Using the Syllabus to Document the Scholarship of Teaching" in the January 2003 issue of Teaching Sociology.
You are encouraged to incorporate general education and the IPFW Baccalaureate outcomes into your syllabi, when appropriate. The Model Syllabi in the previous section show how to cross-reference both of these sets of outcomes. For the list of requirements and outcomes, refer to the following sites.
General Education Requirements
A Course Map (Word) can help you analyze your objectives and align them with activities, resources, and assessments. Prepared by Ludy Goodson, CELT Instructional Consultant/Designer.
Integrated Course Design IDEA Paper #42 (PDF) by Dee Fink. A pioneer in professional development in higher education, Dee Fink explains his very accessible systematic approach to designing university courses. It is also available in hard copy in the CELT Library.
Twelve short articles (under 20 pages, total) worth reading entitled Course Design and Development Ideas that Work compiled by the editor of the Teaching Professor, Mary Ellen Weimer. Titles include "A Brain-Friendly Environment for Learning", "A Critique of Scaffolding", and "Should Students Have a Role in Setting Course Goals" which outlines one tested method for sharing the responsibility for course design. References to sources underlying these articles are as valuable as the articles themselves. Get your copy at Faculty Focus.
The Writing Center can also assist you in developing writing assignments and grading rubrics. 481-6028.